Unit 6 Period 2 Using language（教学设计）英语外研版2019必修第二册

该高中英语教学设计聚焦“-ing和-ed形式作宾语补足语”核心语法点，通过“狗跑”“门关闭”等图片导入，结合定义讲解与例句翻译，帮助学生识别不同形式宾语补足语，为后续归纳规则与应用搭建学习支架。 该设计将语法学习与环保主题深度融合，以“感知-归纳-应用-迁移”逻辑推进，通过环保图片描述（如“海滩被垃圾覆盖”）、角色扮演对话等活动，培养语言能力（准确运用语法）、思维品质（判断主动被动关系）与文化意识（深化环保理念）。分层作业兼顾差异，助力学生语法迁移应用，为教师提供真实语境教学范例，提升课堂效率。

Unit 6 Earth first Period 2 Using language教学设计 教学基本信息 单元名称 必修第二册Unit 6 Earth first 学科 英语 学段 高中 年级 高一第二学期 主要教材 书名：普通高中教科书·英语必修第二册 出版社：外语教学与研究出版社 出版日期：2019年 课时安排 1课时(45min) 课型 语法课 教学设计理念 本课时以 “宾语补足语（-ing 和 - ed 形式）” 为核心语法点，秉持 “语法为表意服务” 的理念，将语法学习与单元主题 “Earth first” 深度融合。通过 “感知 - 归纳 - 应用 - 迁移” 的教学逻辑，引导学生在真实的环保语境中理解并运用语法知识：先从具体语境中感知宾语补足语的功能，再归纳其结构与用法，最后通过描述环境问题、提出解决方案等实践活动，实现语法知识向语言能力的转化。同时，采用分层任务设计，兼顾不同学生的学习需求，培养学生在真实情境中运用语法解决实际问题的能力。 教材分析 【What】本课时聚焦 “-ing 和 - ed 形式作宾语补足语” 的语法点，通过例句分析（如 “We see a woman swimming...”“It made people frightened...”）、分类总结（感官动词、使役动词、心理类动词及 “with + 宾语 + 非谓语” 结构）、练习巩固（填空、补全句子、语篇选择）和主题应用（描述环境问题）等活动，系统讲解该语法点的用法。 【Why】通过将语法学习与环保主题结合，使学生理解语法不仅是规则，更是表达思想的工具；在描述环境问题（如 “看到海滩被垃圾覆盖”）和解决方案的过程中，强化语法应用能力，同时深化 “地球优先” 的环保意识。 【How】教材以 “观察例句 - 归纳规则 - 练习应用 - 主题输出” 为逻辑线索，先通过图片和简单句引入宾语补足语概念，再按动词类型（感官、使役、心理类）分类讲解，最后结合环保语境设计角色扮演和写作任务，层层递进，为语法学习提供真实语境支撑。 学情分析 1. What I know 词汇方面：已掌握部分环保主题词汇（如 pollution, garbage, protect）和基础动词（如 see, make, find）。 语法方面：对 “宾语” 概念有初步认知，能识别简单句中的宾语，但对 “宾语补足语” 的功能和形式（-ing/-ed）理解模糊，易混淆主动与被动关系。 背景知识方面：对常见环境问题（如空气污染、海洋垃圾）有生活感知，能简单描述，但缺乏用复杂句式表达的能力。 2. What I want to know 希望明确 “何时用 - ing 形式、何时用 - ed 形式” 作宾语补足语；想掌握如何用该语法点准确描述场景（如 “看到工厂排放废气”）；希望将语法知识与环保主题结合，提升表达的丰富性。 3. What I learned 主题内容方面：能用语法结构描述环境问题及解决方案，深化环保意识 语言知识方面：掌握 - ing/-ed 形式作宾语补足语的用法，能在语境中灵活运用。 教学目标 1. 语言能力 ①理解宾语补足语的定义及功能，掌握 - ing 形式（表主动 / 进行）和 - ed 形式（表被动 / 完成）作宾语补足语的基本规则； ②能在具体语境中正确使用感官动词（see, hear）、使役动词（have, keep）等搭配宾语补足语，如 “We saw the beach covered with garbage”； ③能运用该语法点描述至少 3 个环境问题并提出解决方案。 2. 学习能力 ①学会通过例句观察、归纳语法规则，提升自主学习能力； ②能在小组活动中合作运用语法知识完成任务（如角色扮演），提高协作与表达能力。 3. 文化意识 ①了解不同语境下语言表达的精确性对沟通的影响，培养语言运用的严谨性； ②结合环保主题，理解 “语言表达与社会责任” 的关联，增强用语言传递环保理念的意识 4.思维品质 ①通过辨析 - ing/-ed 形式的用法，培养逻辑思维（判断主动 / 被动关系）； ②在 “描述问题 - 提出措施” 的过程中，提升分析问题和解决问题的思维能力。 教学重难点 教学重点 ①掌握 - ing 形式（主动 / 进行）和 - ed 形式（被动 / 完成）作宾语补足语的核心区别； ②熟练运用感官动词（see, feel）、使役动词（have, leave）等搭配宾语补足语的结构。 教学难点 ①在具体语境中准确判断使用 - ing 还是 - ed 形式（如 “find the door closed” vs “see her closing the door”）； ②结合环保主题灵活运用该语法点进行连贯表达（如写作或对话）。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in 1.What can you see? 【答案】I see a dog running. I find the door closed. Summary:They’re object complements. 2.What is object complement(宾语补足语) ? 【答案】宾语补足语指有些及物动词，接了宾语意义仍不完整，还需要有一个其他的句子成分，来补充说明宾语状态、身份、动作或结果。 3.Translate and find the object complement! I found the book interesting. We elected him monitor. Please make yourself at home. She asked me to help her. Do you hear Tom singing? He found his book gone 【答案】形容词;名词;介词短语;动词不定式;现在分词;过去分词 ●通过图片（如 “狗在跑”“门关闭”）直观呈现宾语补足语，结合定义讲解和例句翻译，帮助学生建立 “补充说明宾语” 的概念，识别不同形式（形容词、名词、-ing/-ed 等）的宾语补足语，为后续学习铺垫。 3min Activity 2 Presentation: 1. Observation + Comparison 1) Look at the sentences from the interview and answer the questions. a We see a woman swimming at night in a dark sea. b It made people frightened of sharks,... ①In sentence (a), Who is swimming at night? 【答案】In sentence (a), a woman is swimming at night. ②In sentence (b), Who is frightened of sharks? 【答案】In sentence (b), people are frightened of sharks. ③Why does the author choose to use different forms of verbs in the two sentences? 【答案】In sentence (a), a woman is swimming. In other words, the woman does the action of swimming. So the author uses -ing. But in sentence (b), people are frightened. As a result, passive voice is used. So the author uses -ed. Look for more sentences with this structure in the interview. ①I could feel the wind blowing on my face. ②I saw the little boy beaten by Bob. ③She has me repairing her computer all the morning. ④She had/got her computer stolen the other day. ⑤The woman found her necklace stolen after she got home. ⑥The father left the seven-month-old baby crying in the bed. 2. Discovery and Summary 一、感官动词+sb/sth+非谓语形式 see, watch, observe, look at, notice（五看）hear, listen to（两听） + sb/sth + 非谓语形式 【答案】 see, watch, observe, look at, notice（五看）hear, listen to（两听） + sb/sth + 非谓语形式 doing主动，动作正在进行 do主动，动作的全过程 done被动，动作已完成 being done被动，正在进行 Exercise： ①She is listening to the birds (sing). ②I didn’t notice him ( sleep) in the class. ③I’d like to see the plan ( carry) out. ④I was surprised to find my hometown (change) so much. 【答案】singing；sleeping；carried；changed 2、 使役动词 + sb/sth + 非谓语形式：have, let, keep, get, leave Exercise： 1.Don’t keep the children 　　 　　(work) on their lessons all day. 2.On the bank of the river, we found him　　　 (lie)on a bench. 3.Let’s have all the windows 　　　　 (clean). 【答案】working；lying；cleaned 3、 心理类动词：consider, suppose, imagine,like, dislike, hate： 1.I like him (work) hard. 2.They considered the matter (settle). 3.The father wants his daughter ______ (teach)the piano. 【答案】working；settled；taught 4、 with+宾语+非谓语 with+宾语+非谓语 【答案】 with+宾语+非谓语 doing主动，动作正在进行 to do主动，动作未发生 done被动，动作已完成 Exercise： 1.With so many people __________(watch)her, she felt at a loss. 2.He stood for an instant with his hand__________(raise). 3.With so much homework________(do), the boy can’t watch TV. 【答案】watching；raised；to do ●对比例句（如 “a woman swimming” vs “people frightened”），引导学生发现 - ing 表主动、-ed 表被动的规律。 按动词类型（感官、使役、心理类）分类讲解并设计练习，帮助学生系统掌握不同语境下的用法，强化规则理解。 14min Activity 3 Practice 1.用所给此的适当形式填空 1.When I was on my way to school this morning, I saw two women (argue). 2.He was just about to sit down when he felt something (move)near his feet. 3.I stood on the bridge and watched boats____________(pass) by. 4.He is very popular among his students as he always tries to make them ____________(interest) in his lectures. 5. My glasses are broken. I’ll have to get them (repair) 6. Seeing the sun (rise) above the surface of the sea, all of us began to take photos. 【答案】 1.arguing 2.moving 3.passing 4.interested 5.repaired 6.rising 2.根据汉语补全句子 1.I must before the boss comes back. 我必须在老板回来之前让人把小汽车修好。 2.I in the kitchen. 我闻到厨房里有东西烧着了。 3.I at the school gate. 我看到她在校门口被人打了。 4.When she came to life, she by many people. 当她醒过来时，发现自己被好多人围着。 【答案】1.have the car repaired 2.smell something burning 3.saw her beaten 4.found herself surrounded 3. Read the passage about mermaids and choose the correct form of the verbs. Attracted / Attracting by mermaids since she was a child, Hannah Fraser created her first tail when she was only nine years old. Now, she is a model and performance artist devoted/devoting to ocean conservation. She can be seen worn / wearing mermaid clothing and dived / diving up to 50 feet underwater to swim with dolphins, sharks and whales. She appeared in The Cove, a documentary aiming at highlighting the cruelty of dolphin hunting. Besides performing and modelling, Hannah travels the world given / giving presentations and talks, getting more people involved / involving in the conservation of ocean life. 【答案】Attracted; devoted; wearing; diving；giving；involved ●通过梯度练习（从单句填空到语篇选择），巩固语法规则的应用：单句练习聚焦形式辨析，补全句子结合汉语提示强化语境运用，语篇选择（关于海洋保护）则将语法与单元主题关联，提升综合运用能力。 15min Activity 4 Production 1.What are the problems in the pictures? 【答案】 We saw the beach covered with garbage. We found the workers cleaning the oil pollution We noticed the factory sending out black smoke. We observed the people wearing masks in the smog. 2.Role-play A：Hi! Could you spare a minute for environmental protection? We noticed many people ... B：Sorry, I didn’t realize that. What else did you find? A：We saw ... And last week, volunteers found ... B：That’s terrible! What can I do to help? A：You can start by joining us. We’re teaching residents ... B：I’d love to! I’ll tell my neighbors too—maybe we can stop ... A：Great! Let’s make our community greener together. ●图片描述要求用宾语补足语描述环境问题（如 “海滩被垃圾覆盖”），实现语法与主题的结合； 角色扮演通过对话（讨论环保措施），让学生在真实沟通中运用语法知识，提升语言输出的灵活性和准确性。 7min 应用实践 Activity 5 Summary 以思维导图的形式，分别整理和归纳本篇文章的结构和要点。 ●使用思维导图帮助学生系统化地掌握语法结构。 2min Activity 6 Assessment 展示评价表，供学生对自己本节课中的表现及所学情况进行自我评价. ●通过自我评价，帮助学生了解自己的学习情况，提高学习的积极性和主动性。 2min 迁移创新 作业内容 作业设计意图 2min 本节课作业二选一，为分层作业，难度有所区别。基础一般的同学可以选择作业一，基础较好的同学可以选择作业二。 Compulsory work： Write several sentences by using –ing and –ed as complement as much as possible to describe some environmental problems and give the relevant measures to solve them. 【答案】 1.We see factories releasing toxic fumes, making the air choked with pollutants; governments must force them to install filters, leaving emissions purified. 2.People find oceans clogged with plastic debris, harming marine life; communities should ban single-use plastics, getting residents used to eco-friendly alternatives. 3.We witness loggers cutting down rainforests, leaving wildlife homeless; activists are helping plant saplings, keeping ecosystems balanced. 4.Scientists detect soil poisoned by chemical fertilizers, reducing crop yields; farmers need to adopt organic methods, seeing lands restored gradually. Optional work ： Search the Internet for the causes of global warming. ●必做任务（写环保相关句子）强化语法在主题中的应用； 选做任务（搜索原因）拓展环保知识，兼顾不同水平学生的需求，实现知识迁移。 板书设计 必修二 Unit 6 Earth first Using language 教学反思 优点：语法教学与单元环保主题紧密结合，避免了单纯讲解规则的枯燥性，学生参与度高；活动设计层层递进（感知 - 归纳 - 应用），并通过分层练习和作业照顾到不同学生的学习节奏，效果较好。 缺点：部分学生在判断 “主动 / 被动关系” 时仍易混淆，尤其在复杂语境中（如 “with + 宾语 + 非谓语” 结构） 改进：增加 “主动 vs 被动” 对比练习（如 “see him breaking the glass” vs “see the glass broken”），通过直观对比强化理解。 1/11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $